Enhancing Teachers’ Instructional Skills in Higher Vocational Education through Mind Mapping

Abstract

Amid global educational reform, higher vocational education demands teachers demonstrate integrated skills combining subject knowledge, pedagogy, and technology. However, many vocational teachers struggle with organizing complex content and systematic reflection, while traditional training often lacks practical tools for integrated competence. Mind mapping, a visual cognitive tool, shows considerable potential in supporting instructional design, classroom teaching, and reflective practice. Grounded in mind mapping theory and the Technological Pedagogical Content Knowledge (TPACK) framework, this study adopts a reform-oriented qualitative approach based on literature analysis and reflective examination. The findings indicate that mind mapping supports teachers in clarifying instructional logic, strengthening pedagogical coherence, deepening reflective awareness, and improving the integration of technology, pedagogy, and content. These results provide theoretical support and practical implications for instructional reform and teacher professional development in higher vocational education.